2025 NURS6351 Discussion Response 1 Addressing the Needs of Underperforming Learners Respond to the discussion 1

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NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learne 2025

NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learners Respond to the discussion #1 below using the following approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Propose means/resources an educator could utilize to address the situation/issues. Just like each and every one of us has unique qualities that make us different, so are the learning aspects of students in the educational arena. Educators have the challenge to maintain the core components of the established curriculum but must find different means to distribute the information so that each student can benefit. The obstacle is when the general population of student learning falls short for a select few students. A nurse educator could utilize formative assessments and evaluations to monitor learning/performance. Identification early on will ensure adequate remediation for students prior to the semester’s conclusion and allow the student the best chance to meet the course objectives. Establishing clear objectives and performing a midterm performance appraisal for students may guide the instructors ability to provide constructive criticism and direct towards remediation. The case scenario I would like to discuss regards a specific student, (let’s call him Colin for sake of the story) has learning difficulties that are verbally and visually seen by the instructor. He was verbally inappropriate with patients asking irrelevant questions and visually nervous pacing back and forth in the room waving his hands around aimlessly. In addition, he was consistently apologetic and insecure at the bedside leaving the patient to feel vulnerable and afraid unsure of what his intentions were at the bedside. Similarly, he stuttered tremendously and it affected his delivery of material when providing patient education. Respectfully, patients pulled me aside and actually requested not to have the student back in their room because he made them uncomfortable. Throughout the course of the semester he did not seek out additional support full well knowing the learning lab available to students included in their course. “Weak students tend not to recognize their difficulties or seek support appropriately” ( Cleland , et. al ., 2010, p. 184).  Colin clearly did not see a need to strengthen the areas of weakness; even though he verbally stated he has areas to work on; including the control of his body movements and stuttering; also his confidence level at the bedside. I reassured him as the instructor that we can work on all those areas and even gave him positive reinforcement where he had strengths including a high understanding of the theoretical material. His insight to medical terminology was astute and spot on with what assessments were required at the bedside. It was when he was at the actual patient’s bedside that his delivery was weak. He kept making excuses for his errors (although minor) and did not hold any personal regard for improving unless the instructor brought it to his attention. This student did not disclose any learning deficits upon admission into the nursing program. It could be assumed by others with the professional knowledge and diagnostic capability that this student was high functioning but on the spectrum requiring learning support. For students with unique learning needs to be successful, a strategy their instructor must have is knowledge of the available resources for the student. An additional strategy is establishing early on a professional rapport with each student. Garside , et. al . (2009) states that “recognizing that students have individual strengths, weaknesses, learning styles and preferences concerning mode of assessment, offering choices of assessment was proposed as a strategy for inculcating the values of student centeredness and responsibility for learning” (p.144). By individualizing each and every working relationship with the student, the instructor can better manage the means in which constructive criticism can be delivered. Legal or ethical considerations that could arise in a situation as described above is discrimination suits or ethically viewed as targeting a minatory population of special need students. The educator’s behavior and interactions associated with supporting a learner’s performance should revolve around careful documentation of repeated failed learning events to support the recommended need for further support. In addition, building a rapport with the student; establishing a professional yet trusting relationship that involves constructive criticism as an expectation throughout the course will also support the educator’s legal security from an imposed discrimination suit. In the beginning of each and every semester I provide in print expected guidelines, objectives and expectations for the semester. Because it is clearly stated prior to any clinical experience that constructive criticism is an expectation on both sides of the coin: including students capability to provide instructor criticism with no retaliation so long as it is professional; there should be no grey area of scrutiny for the possibility of discrimination. Establishing this mutual agreement will solidify the intended agenda and having students understand that learning remediation may be a recommendation. Dr. Terry Valiga states in the Laureate Education (2013e) that there are great benefits to identifying personal cues that each student may show to indicate remediation or need for learning support. It is reassuring to me that I already established this need when teaching students presently. Overall, when educators provide a positive learning experience it often includes careful thought out list of objectives and expectations and an intention to establish a positive working relationship with the student. Cleland , J., Mackenzie, R.K., Ross, S.S., Sinclair, H.K., & Lee, A.J., (2010) A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examiniations . Medical Teacher, 32( 4), 185-190). Garside , J., Nhemachena , J.Z.Z., Williamsn , J., & Topping, A. (2009). Repositioning assessment: Giving students the choice of assessment methods. Nurse Education in Practice , 9(2), 141-148. Laureate Education (Producer). (2013e). Identifying and managing learner performance [Video file]. Retrieved from MyMedia Player. (NURS 6351) Reminders: 1. 1 page only 1. Put APA format citations 2. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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2025 Consider the population in which the solution is intended the staff that will participate and

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Developing an Implementation Plan 2025

Consider the population in which the solution is intended, the staff that will participate, and the key contributors that must provide approval and/or support for your project to be implemented. These stakeholders are considered your audience. Develop an implementation plan (1,500-2,000 words) using the “Topic 3: Checklist” resource. The elements that should be included in your plan are listed below: Method of obtaining necessary approval(s) and securing support from your organization’s leadership and fellow staff. Description of current problem, issue, or deficit requiring a change. Hint: If you are proposing a change in current policy, process, or procedure(s) when delivering patient care, describe first the current policy, process, or procedure as a baseline for comparison. Detailed explanation of proposed solution (new policy, process, procedure, or education to address the problem/deficit). Rationale for selecting proposed solution. Evidence from your Review of Literature in Topic 2 to support your proposed solution and reason for change. Description of implementation logistics (When and how will the change be integrated into the current organizational structure, culture, and workflow? Who will be responsible for initiating the change, educating staff, and overseeing the implementation process?) Resources required for implementation: staff; educational materials (pamphlets, handouts, posters, and PowerPoint presentations); assessment tools (questionnaires, surveys, pre- and post-tests to assess knowledge of participants at baseline and after intervention); technology (technology or software needs); funds (cost of educating staff, printing or producing educational materials, gathering and analyzing data before, during, and following implementation), and staff to initiate, oversee, and evaluate change. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. 5 NRS 441v.11R.Module 3_Checklist.doc

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2025 Details The RN to BSN program at Grand Canyon University meets the requirements

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NURSING HOMEWORK HELP 2025

Details: The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by CCNE and AACN using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, their specific care discipline, and their local communities. The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by the student from their local community. Click on http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf in order to access the “Heritage Assessment Tool.” Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures. Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following: Perform a heritage assessment on three families. One of these families should be from your own culture. Complete the “Heritage Assessment Tool” and submit to: [email protected] – one assessment for each of the three families interviewed. You are not required to include the tool in your LoudCloud submission. Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

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2025 Choose two issues or challenges that the leaders of today s health care

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shared vision 2025

Choose two issues or challenges that the leaders of today’s health care organizations face. Select from among the following topics: Staff Shortage (Physicians, Nurses, Allied Health Providers, Ancillary Services) Reorganization in Response to Merger or Consolidation of Services Layoffs as a Result of Declining Revenues Influx of Registry, Part-Time, and Temporary Contract Staff Poor Performance Outcomes Leading to a Reduction in Medicare Reimbursement Dollars Poor Job Satisfaction Rates Resulting in Turnover You are the manager of an ancillary service department at a large, 500+ bed hospital. Develop a proposal (750-1,200 words) that is directed toward your staff, in which you address the following: Inform the staff of the two issues (from the topics provided) your organization is facing. Describe the impact of these issues on your department. Describe how improved communication, collaboration, and teamwork can improve conditions in your department. Identify at least two examples from the required or recommended readings of techniques found to foster inclusion and improve communication and collaboration. A minimum of three academic references from credible sources are required for this assignment.

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2025 Write a 2 pages discussion on the following topic Compare and contrast the two definitions of advanced practice nursing as

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Discussion ARNP roles 2025

Write a 2-pages discussion on the following topic: Compare and contrast the two definitions of advanced practice nursing as defined by the American Association of Colleges of Nursing (AACN) DNP Essentials, the APRN consensus model, and as defined in your textbook. Support your responses with scholarly academic references using APA style format. Assigned course readings and online library resources are preferred. Textbook Hamric, A., Hanson, Ch., Tracy, M. & O’Grady, E. (2014) Advanced Practice Nursing: An Integrative Approach . 5th Ed. Elsevier

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2025 ASSIGNMENT INFORMATION Due Date Sunday February 5 2017 11 59 PM Points Possible 100 This week you will write a

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mini literature help 2025

ASSIGNMENT INFORMATION Due Date Sunday, February 5, 2017 11:59 PM Points Possible 100 This week, you will write a mini-scientific literature review. It is mini because you will only be reviewing two sources. For this literature review assignment, we are going to give you a choice of three topics to choose from. Choose one for this assignment. COPD: treatment protocols Asthma: corticosteroids use in children and side effects DKA: treatment protocols Remember, in a scientific review, focus your analysis on author’s hypothesis (thesis), scientific method used in the research, and the results of the study presented. In a scientific literature review, the reviewer (you) identifies what he/she perceives as the strengths and weaknesses of the study, and analyzes the author’s findings and conclusions. For this review, be sure to: Select two relevant and appropriate scholarly articles that address the topic you chose. Present a thorough literature review of both articles by summarizing, synthesizing, and evaluating the materials. Demonstrate understanding of the content presented in the articles. Include a critical assessment of the sources. Do not simply include a summary of what you have read. Incorporate citations into your body paragraphs; incorporate the essential and most relevant supporting evidence eloquently and appropriately. Present your writing in a clear, organized manner. Provide a strong introduction and conclusion, including further questions for research. Use proper APA format with proper citations. Review APA Citations Here Your literature review should be 2–3 pages in length. Remember, you will need to use APA formatting in your literature review and include a title page and a reference page. Review the rubric for more details on how your assignment will be graded. Due: Sunday, 11:59 p.m. (Pacific time)

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2025 Identify and describe a needed change in your workplace It could be a change in the levels of

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Nurse staffing change 2025

Identify and describe a needed change in your workplace. It could be a change in the levels of staffing, or so on. Start with an introductory paragraph that includes the purpose of the paper. In your description, describe the implications of the change on nursing staff and nursing management. Include the potential impact of the change on patient care. Describe the steps needed to implement the change. Be sure to use proper APA formatting, including a title page. The following headings are required in the assignment: Change Description Change Implications for Nursing Change Impact on Quality of Care and Safety Concerns for Patients Implementation Plan for Change Conclusion References (a separate page) The deliverable length for each section is as follows: The change issue should be described in 3–4 paragraphs, 200–250 words. The Implications for nursing should be described in 1–2 paragraphs, 100–150 words. The change impact on quality of care and safety concerns for patients should be described in 1–2 paragraphs, 100–150 words. The implementation Plan for Change should be described in 2–4 paragraphs 200–250 words. The total length of the paper EXCLUDING title page and reference page should be 3-4 pages. Double spaced. Please follow directions

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2025 I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT BETWEEN 150 200 WORDS The comprehensive health assessment of

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COMMENT ALISSA 2025

I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT. BETWEEN 150-200 WORDS The comprehensive health assessment of a geriatric patient should be a clear, organized, and understandable document covering physical assessment findings, the client’s health history, and the client’s family background (Grand Canyon University [GCU], 2012). While assessing geriatric patients, nurses should pay attention to hearing and vision loss, as these are two things expected to diminish as clients age (GCU, 2012). Sometimes loss of hearing or vision may be misinterpreted as loss of cognition, so it is important to be able to tell the difference. Loss of cognition is not a normal part of the aging process; if it is noted during the assessment, this may be an indication of delirium, dementia, or depression (GCU, 2012). Physical changes that may be noted when assessing geriatric patients are: decrease of subcutaneous fat and muscle tone, altered gait, decreased height, and decreased mobility (GCU, 2012). All of these may also indicate lack of proper nutrition, and since elderly clients are at higher risk for inadequate nutrition it is important to assess the client’s intake. Caloric needs decrease as clients age, but it is an important assessment finding and nurses should do their best to ensure elderly clients are eating enough. Skin should be assessed for breakdown, changes in texture, color, rashes, itching, and lesions, bruising, moles, and birthmarks. Skin diseases are common in geriatric patients (GCU, 2012). Remember to use the ABCD acronym when assessing moles (Asymmetry, Border, Color, Diameter) as these can be the first indication of skin cancers (GCU, 2012). While skin loses its elasticity, it may become wrinkled and a little saggy. Check mucous membranes for signs of dehydration. It is normal for hair to be thin and gray or white in color. Nails should be flat or slightly curved; clubbed nails may indicate heart or pulmonary disease (GCU, 2012). Another important aspect of the geriatric assessment is to look at all the patient’s medications. This is something that may be difficult for many older clients. It is very important to review their medications with them and be sure they know how and when to take each one. Many older patients are on several medications, and when seeing more than one provider ptients can easily be prescribed similar medications at once, or be prescribed medications that may interact with each other. Patients should bring all of their medications to their appointments and go over each one with their provider. Reference Grand Canyon University. (2012). Health assessment of the older adult. Retrieved from https://lcugrad1.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/loudBooks/loudbooks.html?viewPage=current&operation=innerPage¤tTopicname=Health Assessment of the Older Adult&topicMaterialId=11e92c9f-854b-4580-aecb-831f4476212b&contentId=d43a7a2f-d11b-46c1-a5a1-55d7459eaa28&

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2025 Details 1 Identify a theory that can be used to support your proposed solution

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Review of the Literature 2025

Details:#1 Identify a theory that can be used to support your proposed solution. Write a summary (250-500 words) in which you: Describe the theory and your rationale for selecting the theory. Discuss how the theory works to support your proposed solution. Explain how you will incorporate the theory into your project. Refer to the “Topic 2: Checklist.” Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are not required to submit this assignment to Turnitin. 3 NRS 441v.11R.Module 2_Checklist.doc Detail essay #2 Write a paper (1,500-2,000 words) in which you analyze and appraise each of the 15 articles identified in Topic 1. Pay particular attention to evidence that supports the problem, issue, or deficit, and your proposed solution. Hint: The Topic 2 readings provide appraisal questions that will assist you to efficiently and effectively analyze each article. Refer to “Sample Format for Review of Literature,” “RefWorks,” and “Topic 2: Checklist.” Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. 3 NRS 441v.11R.Module 2_Checklist.doc

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2025 Discussion Creating Developing and Leading Effective Teams Coming together is a beginning Keeping together is progress

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NURS 6221: MANAGING HUMAN RESOURCES – Discussion 10 (Grading Rubic and Media Attached) 2025

Discussion: Creating, Developing, and Leading Effective Teams Coming together is a beginning. Keeping together is progress. Working together is success. —Henry Ford A critical skill for all nurse managers is the ability to create, develop, and lead effective teams. When people are part of an effective and well-functioning team, they are more productive and have a stronger commitment to the organization. Nurse managers have a responsibility to create teams that fulfill functional needs within their units or departments. These can include leadership teams, ad hoc project teams, or primary work teams. As a nurse manager, there is a variety of ways that you can enhance team functioning. The first step is developing the structural elements of the team and then designing the team with the appropriate membership. Just as you must critically examine each application during the employment process, so will you critically examine the skills and attributes of each employee before appointing him or her to a collective team. In this week’s Discussion, you lay the groundwork for creating and developing a team for your unit, department, or health care setting. You also identify leadership strategies that you could employ to increase the team’s organizational effectiveness. To prepare Review Chapter 5, “The Art of Effectively Facilitating Processes” from the course text, From Management to Leadership: Strategies for Transforming Health Care. Carefully examine the section, “Essential Elements of a Team” to identify the six steps of creating an effective team. Consider a team you might create for your current organization or one with which you are familiar. For example, is there a project to be accomplished or a problem to be solved? Perhaps there is a need for a leadership team within your unit or department? Identify the purpose or goal for your team. Then, reflect on the following questions: What type of team would you create (leadership, ad hoc, or primary work team) to accomplish this purpose or goal? What are the benefits or disadvantages of creating this type of team? What staff members would you want on this team? Why? How could their skill sets and positions make them effective team members? Explore this week’s Learning Resources to identify leadership strategies you might employ before, during, and after the team-building phase. For example, what leadership strategies might influence synergy among team members while also increasing the effectiveness of the team? Post a description of the team you would create, including the purpose or goal the team would serve, the team type, and the specific skills each member would contribute as well as their job positions. Describe at least two leadership strategies you could implement to help this team effectively achieve its purpose or goal. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days using one or more of the following approaches: Critically appraise a colleague’s team description. Provide an additional leadership strategy he or she could use to further improve the effectiveness of the team. Find a colleague who would like to implement a team similar to one that has been implemented in your workplace. Share an insight into how your organization benefited from this type of team and the leadership strategies management employed to support the work of the team. Required Readings Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass. Chapter 5, “The Art of Effectively Facilitating Processes” (pp. 179–242) This chapter describes the many components that make up the facilitating process. Some of these elements include empowerment, authority, resolutions, and negotiation. Chapter 6, “Getting Results” (pp. 243–282) The main points of this chapter are the components that contribute to effective teamwork. The author lists the benefits and pitfalls of proactive behavior, group decision making, and problem solving. Beeson, J. (2011). Build a strong team. Leadership Excellence, 28(2), 15. Retrieved from the Walden Library databases. Beeson’s article focuses on the importance of building a structured team. He provides five steps that leaders can implement in the workplace to create a strong team that benefits the whole workplace. Calendrillo, T. (2009). Team building for a healthy work environment. Nursing Management, 40(12), 9–12. Retrieved from the Walden Library databases. In this article, Calendrillo states that skilled communication is the foundation for strong team building in clinical settings. When skilled communication has been mastered and used, quality patient care and healthy work environments are among the many results. Pentland, A. (2012). The new science of building great teams. Harvard Business Review, 90(4), 60–70. Retrieved from the Walden Library databases. This article addresses how communication is a key to team efficiency. The author provides three communication dynamics that were used by the teams that were most communicative. Required Media Laureate Education, Inc. (Executive Producer). (2012). Team building. Baltimore, MD: Author. Note: The approximate length of this media piece is 8 minutes. This week’s presenter, Jo Manion, provides effective team-building strategies nurse managers can employ when initiating teams in units, departments, and organizations. She also reviews the three types of teams that are generally found in health care settings: leadership, ad hoc, and primary work teams. Accessible player The following document gives credit for Laureate-produced media in this course: Credits (PDF) Optional Resources Ramsay, S., Troth, A., & Branch, S. (2011). Work-place bullying: A group processes framework. Journal of Occupational & Organizational Psychology, 84(4), 799–816.

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